Behaviourism Learning Theory

GGGB1133 PSIKOLOGI
PENDIDIKAN
Behavioral Learning Theory
IZHANI FARHANA BINTI NOR AZAM A143828
MARYAM BINTI AZIZAN A143843
NURFARENA NABILAH BINTI NORAZMI A143841
PHEONYSIA ANAK BIDEN A143824

According to Oxford’s Online Dictionary:
 Behaviour : the way in which one acts or
conducts oneself
 Learning : the acquisition of knowledge or skills
through study, experience, or
being taught
 Theory : has the meaning of a supposition or a
system of ideas intended to explain
something,
Meaning of Behavioral Learning Theory

 Aristotle
Behaviorism, as a learning theory, can be traced back to Aristotle, whose
essay "Memory" focused on associations being made between events such
as lightning and thunder.
Other philosophers that followed Aristotle's thoughts are Hobbs (1650),
Hume (1740), Brown (1820), Bain (1855) and Ebbinghause (1885) (Black,
1995)
 Good & Brophy, 1990
The theory of behaviorism concentrates on the study of overt behaviors
that can be observed and measured.
Perceptions of Behavioral Learnig
Theory by Other Researchers

 Ivan Pavlov (1849-1936)
Several types of learning exist. The most basic form is associative learning,
i.e., making a new association between events in the environment. There
are two forms of associative learning: classical conditioning (made famous
by Ivan Pavlov’s experiments with dogs) and operant conditioning.
 Andrew Lovell (2013)
Behavioural learning theory outlines a model of how people learn from
their experience, much of our behavioural responses being conditioned by
events from our background and early experience

 Ivan Pavlov did experiment on classical conditioning.
 Dogs salivate as a natural response to food.
History of Behavioral Learning
Theory

 Edward L. Thorndike did an experiment on connectionism
theory on 1898.
 His theory was practiced in USA for several decades of the
20th century.
 Learning is a connection between stimulus and response.

 Classified into 2 laws:
1) Law of effect : A connection between stimulus
and response happen and
followed by a reward.
2) Law of exercise : The strength of stimulus will
increase when the action has
been repeated (practice).

 B. F. Skinner did an experiment of operant conditioning
on 1948.
 Suggest 2 types of responses:
1) Respondent – Responses that occur to specific
stimulus and focus more on human’s elementary
needs.
2) Operant – Occur for no apparent reason. Occurs at
random state of human.
3) Preferred the term ‘reinforcement’ because it will
increase the number of responses.

 Founded by John B. Watson.
 Born on 9th January 1878.
 Attend Furman University at 16.
 Then studied Psychology at the University of
Chicago.
 Died on 25th September 1958.
 Interested to further the experiment started by
Ivan Pavlov.
 The most memorable experiment is “The Little
Albert” experiment.
Founder of Behavioral Learning Theory

 The experiment was held by John. B. Watson and
Rosalie Rayner on 1920 using a baby.
 They named the baby Albert.
 Claimed that classical conditioning can affect human’s
emotional response.
 They exposed the boy with different things.
 They boy showed no response of fear.
 Then they showed him a rat and the sound of metal pipe
was produced at the same time.
 The baby cried.

 Classical Conditioning : Classical conditioning is a
process that involves creating an
association between a naturally
existing stimulus and a previously
neutral one.
 Operant Conditioning
(Skinner’s theory) : Operant conditioning utilizes
reinforcement and punishment to
create associations between
behaviors and the consequences
for those behaviors.
PRINCIPLES OF BEHAVIORAL
LEARNING THEORY

 Stage 1
 Before conditioning:
- The unconditioned stimulus (UCS) produces
an unconditioned response (UCR) in an organism.
- Also involves another stimulus which has no affect on
a person and is called the neutral stimulus (NS).
- Example;
Classical Conditioning
A perfume (UCS) could create a response of happiness or desire (UCR).

 Stage 2
 During conditioning :
- A stimulus which produces no response (neutral) is associated with the
unconditioned stimulus, and becomes conditioned stimulus (CS).
- Example;
 Stage 3
 After conditioning :
- The conditioned stimulus (CS) has been associated with the
unconditioned stimulus (UCS) to create a new conditioned response
(CR).
- Example;
Perfume (UCS) might be associated with a specific person (CS).
A person (CS) who has been associated with nice perfume (UCS) is
now found attractive (CR).

 Teachers have to make sure that students associate
positive emotional experiences with learning.
 If a student associates negative emotional experiences
with school then this can lead to bad results, such as
creating a school phobia among the students.
 Example;
 If a student is bullied at school they may learn to
associate school with fear.
Classical conditioning in the
classroom

 Teachers will be able to understand more about their
students more.
 When the behaviours are learnt, teachers will be able
to mantain the performance of the students.
 Generalization will occur.
What are The Effects in The
Classroom Learning?

 Situation 1:
A teacher doesn't know how well or how bad his
students are. Then, he did a study on his students'
behaviour.
Impact:
The teacher can communicate and deal with his
students better.
Examples

 Situation 2
The teacher had learn his class's behaviour.
Now he can mantain the improved class behaviour.
 Situation 3
The students will be able to apply the similar
knowledge that they gain, but to a different
situation.

 Behavioral Learning Theory is the learning of
behaviour and reaction towards something that they
have experienced.
 Teachers can learn more about their students when
using Behavioral Learning Theory.
Conclusion

Behaviourism Learning Theory

More Related Content

What's hot (20)

Viewers also liked (6)

Similar to Behaviourism Learning Theory (20)

Recently uploaded (20)

Behaviourism Learning Theory