1

Unit 2 Assignment

Name

Professor

University

Course

Date
 2

Understanding the theoretical underpinnings of learning and employing scientific

methods are crucial for effective application in real-life situations of behavioral challenges.

Theories of behaviorism provide frameworks within which the process of learning by individuals

is understood, while scientific methodologies guide the investigation of behaviors in structured

and ethical ways. The paper explores the five schools of behaviorism, applying a scientific

approach to the study involving Amanda, a preschooler; further, the role of biological

preparedness in learning will be discussed. By integrating theory and method, this analysis

demonstrates the significant of evidence-based strategies for addressing issues relating to

behavior.

The first type is classical conditioning described by Ivan Pavlov. This learning associates

a neutral stimulus with a meaningful stimulus so as to produce a conditioned response. A good

example of Pavlov's experiment is the use of a ringing bell, which is a neutral stimulus, and the

presentation of food, which is an unconditioned stimulus that triggers salivation, which is the

conditioned response in dogs (Rehman, Mahabadi & Rehman, 2024). In this form of learning,

the association made between stimuli produces a particular kind of involuntary behavior.

Classical conditioning is also more common in the explanations of automatic responses to

environmental stimuli; for example, phobias or other forms of emotional reactions. Different

from other schools, the key point of classical conditioning lies in a focus on reflexive, unwilled

actions, rather than volitional behavior.

The second type is operant conditioning by B.F. Skinner which defines the modification

of behaviors according to their outcomes. Positive reinforcements, such as praise or rewards,

elevate the chances of a particular behavior occurring while punishments bring it down. For

example, a child cleans their room frequently because they get some treat afterward. This school

emphasizes the idea of free-willed voluntary behaviors, and how one's surrounding environment,

namely rewards and punishments, manipulate them. Operant conditioning, however, unlike

classical conditioning, does not deal with involuntary responses but rather with those matters that

a person has control over.

The third type is cognitive behaviorism which combines earlier behaviorism with

cognitive psychology, hence focusing on the role of mental processes such as expectations and

thought patterns in learning. Edward Tolman's work in cognitive maps demonstrated a way in

which rats learn to navigate mazes using mental representations of their environment. This

theory bridges observable behavior and internal cognition, hence giving an improved

understanding of learning. Unlike the traditional behaviorism, cognitive behaviorism lays

emphases on unseen mental processes as causal in producing behavior. For the cognitive

behaviorist, learning occurs essentially as a product of two factors: percept and mental strategy,

in addition to those of stimulus and response.

The fourth type is social learning theory, proposed by Albert Bandura, which centers on

the observation and imitation of learned behaviors. In this regard, the work of Bandura on the

Bobo doll experiment showed how children imitated aggressive behavior modeled by adults,
 4

especially when those actions were reinforced. This theory underscores the importance of social

context in which individuals learn from others around them. It also emphasizes that

reinforcement is not always direct; observing other people being rewarded or punished can also

mold behavior. Unlike other Behaviourist theories, social learning theory provides a place of

modeling and indirect reinforcement.

Last type is radical behaviorism, also associated with Skinner, extends the principles of

operant conditioning to private events such as thoughts and emotions; it postulates that both

observable and internal behaviors are caused by environmental contingencies (Jacqueline & Erin,

2020). Accordingly, this theory asserts that internal events, such as thinking, too are proper for

study like other overt behaviors. The main difference between radical behaviorism and other

forms of behaviorism is that it is inclusive in nature, as it states that the same principles govern

both external and internal behaviors. It extends the domain of behaviorism to cover complex and

private phenomena.

Descriptive observation will be the most appropriate methodology in studying Amanda's

behaviors. This involves the observation of Amanda in her natural preschool environment

without interfering, letting her behaviors be documented as they occur. Responses to specific

activities, interactions with peers, and reactions to transitions need to be captured. Through this

methodology, researchers identify patterns in her behavior and determine what in the

environment triggers these. This method is very effective, since it provides naturalistic data in a

naturalistic environment; that is, the observations reflect Amanda's normal behaviors.
 5

The aim of this research paper is to identify Amanda's dysfunctional behavior in her

preschool setting. The participants are Amanda herself and her peers in the classroom setting. A

trained observer will utilize a non-obtrusive strategy to record Amanda's activities as well as her

interaction with others. Behaviors are recorded in a systematic manner using an observational

checklist for consistency and accuracy. These could be environmental triggers-for instance,

transitions or group activities-which would be the independent variable, while Amanda's

observable behaviors would be the dependent variable. The result is a structured approach to this

case, where details related to Amanda's challenges may be closely considered.

The descriptive observational method is ideal, as it will capture Amanda's behavior in her

natural setting without any manipulation. This is important in young children who cannot express

their feelings or thoughts efficiently. Observing Amanda in her normal preschool environment

will ensure that the data collected reflects her real-life interactions and reactions. Moreover, this

approach is considerate of ethical issues since there is minimal interference with her daily

routine. Furthermore, descriptive observation will make her identify specific patterns or triggers

that could help intervene based on her particular needs.

Operant conditioning theory will be the most relation to this study because Amanda's

behaviors are influenced by reinforcement or punishment. For instance, Amanda's tantrums

might be inadvertently reinforced if such behaviors draw the attention of teachers or peers.

Similarly, Operant Conditioning can help in identifying these reinforcement patterns and offers

strategies for the modification of such reinforcement (Mcmillen, 2023). By manipulating the
 6

consequences of Amanda's behavior, teachers and caregivers can reinforce desired behaviors and

weaken dysfunctional ones.

The biological preparedness and innate learning are very much active in Amanda's

capability of learning and adapting new behaviors. Though children innately develop social and

emotional skills, environmental disruptions interfere with this development. For example,

Amanda may struggle with certain behaviors due to innate tendencies or developmental delays.

Understanding her biological predispositions can help design interventions that align with her

natural learning abilities. Reinforcing the positive behaviors of which Amanda is biologically

capable will help her learn faster and reduce the occurrence of maladaptive behaviors.

Conclusion

In Conclusion, the theories of behaviorism are indispensable in understanding and trying

to resolve behavioral challenges on all aspects; different schools introduce unique insights.

Scientific methods like descriptive observation are good tools that apply to the investigation of

behaviors in a structured and ethical way, especially towards young children like Amanda.

Operant conditioning gives one a framework for both understanding and changing her actions;

considerations of biological preparedness make sure that interventions are in conformance with

her inborn learning capacities. This synthesis of theory and methodology translates into the

ability to effectively strategize in encouraging desirable behavior while helping Amanda along

the path of development.

References

Jacqueline K. Krychiw, & Erin F. W.-C. (2020). Behaviorism - an overview | ScienceDirect

Topics. [Link].

[Link]

Mcmillen, M. (2023, December 27). What is operant conditioning? WebMD.

[Link]

Rehman, I., Mahabadi, N., & Rehman, C. I. (2024). Classical conditioning. National Library of

Medicine; StatPearls Publishing. [Link]