Behaviorism - SUMMARY
Uploaded by
ScribdTranslationsBehaviorism - SUMMARY
Uploaded by
ScribdTranslationsBehaviorism
Behaviorism began with the release of John Watson's Manifesto in 1913.
Behaviorist. Watson (1878-1958), with this manifesto, sets a new course for the history of Psychology.
influences several sectors of human behavior, in learning theories, in personality and in
psychotherapies.
Through behaviorist thinking, it is understood that through systematic observation and experimentation
Careful, it is possible to develop a set of principles that can explain human behavior.
The object of Psychology that until then had been the soul, or consciousness, the mind, and from behaviorism
it becomes a science of human behavior, it can no longer be considered a pure science of
consciousness. Greater importance is given to environmental factors and heredity is relegated to second place.
The man begins to be seen as a product of the environment.
Watson said that if psychology wanted to strengthen itself in the world of science, it would be necessary for it to
he reconsidered his object of study. He then proposed that psychology should study behavior and that
your object of study would be determined by observable acts of behavior that could be described in
terminology of stimulus and response. Behaviorism tried to reduce psychology to a natural science, leaving
putting aside consciousness and focusing exclusively on objective behavior.
The first moment of Behaviorism goes from 1913 to 1930, this Behaviorism is known as classical.
controversial and programmatic, its main target is the movement against Structuralism that used the method
introspective.
Watson's ideas gain strength and are influenced by the contributions of Ivan Pavlov. Physiologist
(1906-1927), which demonstrated through the simultaneous representation of an unconditioned stimulus (meat),
and a conditioned stimulus (sound of the tuning fork) the conditioned stimulus would consequently produce the
response (salivation) that could previously only be produced by the unconditioned stimulus. This
the process became a means for American psychologists to control behavior and prevent the
danger of subjectivism. Then thought that the reflection of salivation had somehow been linked or
conditioned to stimuli that were previously associated with food, in this process there is
learning or conditioning.
Conditioning can only occur if the neutral stimulus is accompanied by food a certain number of times.
at times, therefore, reinforcement (being fed) is determined and necessary for learning to occur.
1 ►'Behavior' = behavior or behavioralism or Behavioral Theory or
Experimental Analysis of Behavior or, Behavior Analysis (Watson).
2. At first, I defended it as a functionalist perspective for Psychology in which the
behavior was studied as certain variables of the environment. Today it is understood as
behavior, an interaction between what the subject does and the environment where their 'doing'
happens: interactions between the individual and the environment, between the actions of that one (their responses), and the
environment (the stimulations).
3. "Responses and stimuli": methodological and historical reasons; the first: analysts
behavioral experiments adopted a preferred analytical and experimental mode of that
study. The second: terms chosen due to their widespread use; man is studied as
product and producer of these interactions.
4. Radical Behaviorism (Skinner): designates a philosophy of the Science of Behavior
through the analysis of behavior (operant behavior).
5. Methodological behaviorism (Watson): designates a method of science, only the
observable behaviors can be analyzed
6. ►Respondent behavior or reflex: referred to as 'non-voluntary', responses are
elicited (produced), by antecedent stimuli from the environment. They are reflex actions or
1
respondents of involuntary behavior (environment-subject), regardless of 'learning'.
This includes the biological responses of the organism to the environment.
7. Operant behavior: a wide range of human activities in which relationships
environment-subject are voluntary, dependent on 'learning' and their studies and experiments
they are defined as Behavioral Laws.
8. The man acts or operates on the world based on the consequences created by his
action.
9. Reinforcement is referred to as any consequence that, following a response, alters the
future probability of occurrence of this response. Positive Reinforcement: is any event that increases
the future probability of the response that produces it; the RP is subject to desirable stimuli (satisfying thirst).
Negative reinforcement: it is any event that increases the likelihood of a future response that removes it.
It attenuates; the RN is subject to undesirable stimuli (to get rid of the shock).
10. ►Esquiva (RN): conditioned aversive stimuli separated by a time interval
appreciable; the individual anticipates and reduces undesirable effects, e.g.: dentist's sound. Escape (RN):
ends with the stimulus already in progress, e.g.: sudden noises that disturb; tendency of
if you run away from them.
11. ►Extinction: the response suddenly stops being reinforced, e.g.: 'flirting' no longer
responded.
12. Punishment: when there is presentation of an aversive stimulus or removal of a
positive reinforcer present, e.g.: physical punishment in school or behavior. in traffic (leads to
temporary suppression of the response without, however, altering the motivation.
13. ►Stimulus control: controversial, yet necessary, e.g.: traffic light, acceleration-
braking.
14. Discrimination: social norms and rules that result in a certain response of
behavior, e.g.: conduct at parties.
15. Generalization: we respond similarly to a set of stimuli.
perceived as similar, e.g.: school learning in various fields of knowledge.
16. Application of Behaviorism: schools, training in companies, psychological clinics,
educational work in exceptional children, advertising etc.
17. Experimental Analysis of Behavior assists, describes e modify o
behavior of man.
18. ►Counter-control: to escape from the controller, placing oneself out of their reach; to oppose
control with counter-control, e.g.: to desert from a government, apostatizing from a religion,
resigning from a job, strike, student protest, revolution, reform etc.
